The foundations of the formation of an educational environment for the implementation of distance learning (based on the pedagogical system of the Richelieu Scientifi c Lyceum)

Abstract

The foundations of distance learning entailed such signifi cant changes in the conditions, methods and content of education that the question arose about the need to create an educational environment that meets the forms, methods and conditions of education in the era of information and communication technologies.
The theoretical basis for understanding the foundations of learning in the digital era in the modern theory of pedagogy is the theory of connectivism, the content of which, in particular, lies in the attraction and use of digital information sources and resources in the learning processes. The formation of the educational environment on the basis of the pedagogical system of the Richelieu Scientifi c Lyceum is considered.
The educational environment of an educational institution should be formed on the basis of the corresponding pedagogical system of the institution, taking into account the peculiarities of its functioning, the prospects of certain educational areas and the educational needs of the contingent.
Distance (blended) learning should be considered as a separate form of organizing the learning process, which is sometimes carried out by one’s own methods, means and methods, using specially developed models, technologies, etc. Accordingly, not all recognized methods and technologies of classical education are, in principle, acceptable and suitable for the implementation of distance learning. The educational environment focused on the implementation of distance (blended) learning has a number of features, conditions and components that are not characteristic of classical education, the formation of which requires the development of special approaches, methods, technologies, etc.
The formation of an educational environment favorable for the implementation of distance (blended) learning is inherently associated with the targeted use of educational electronic platforms. At present, such use is quite wide in form and quantity, but in fact it is unprofessional in content. The content, approaches and regulations for the use of educational electronic platforms require urgent scientifi c justifi cation and, if possible, regulatory regulation.
Aspects, features and patterns of the formation of an educational environment for the implementation of distance (blended) learning, characteristic of the Richelieu Scientifi c Lyceum, are relevant and characterize the processes taking place in the system of modern education in general, in particular, this concerns the digitalization of educational processes, issues of choice and/or creation of educational electronic communication platforms, etc.